کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
10319517 | 622545 | 2005 | 13 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Being and becoming a mentor: school-based teacher educators and teacher educator identity
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موضوعات مرتبط
علوم انسانی و اجتماعی
علوم اجتماعی
آموزش
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چکیده انگلیسی
Drawing on Gee's (Social linguistics and literacies: ideology in discourses, RoutledgeFalmer, New York, 1996) categories of “ways” to view identity, a case study is constructed of a secondary school teacher's struggle to move beyond her identity as a teacher to assume a mentor's identity in her year-long work with two English-teaching interns. Data of various kinds were gathered: from the interns, weekly e-mails and a paired peer interview, and from the teacher, interview, a peer interview, a mentoring log, and transcripts of a mentoring seminar. Based on these data, the author argues for the importance of attending to identity in teacher education and mentoring and describes conditions that would facilitate mentor identity formation.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Teaching and Teacher Education - Volume 21, Issue 2, February 2005, Pages 143-155
Journal: Teaching and Teacher Education - Volume 21, Issue 2, February 2005, Pages 143-155
نویسندگان
Robert V. Jr.,